2.1 Theoretical Description - AN ANALYSIS OF CODE SWITCHING AND CODE MIXING IN THE ENGLISH TEACHER'S UTTERANCES IN SMA N 1 SEYEGAN - UMBY repository
CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter explains about review of related literature of the research which is
divided into three parts. They are theoretical description, previous studies, and conceptual
framework.
2.1 Theoretical Description
This part consists of description should be explained in the research. There are
sociolinguistics as the root of the research, bilingual as sub of sociolinguistics, code
switching and code mixing as the main discussion of the research.
2.1.1 Sociolinguistics
Sociolinguistics is the branch of linguistics. Holmes (2012) states that
“sociolinguistics study the relationship between language and society”. Sociolinguistics
identify the language used by human in delivering their message to other groups of society.
In addition, sociolinguistics give advice for others to know with whom they are talking to. In
line with it, Wardaugh (2006) states that sociolinguistics is the study of language in a group
of speakers.
2.1.2 Bilingual
In communication, most of the people as a speaker are able to speak in more than one
language, this phenomenon called bilingual. Myres-Scotton (20016) states that bilingual is
speaking in one or more languages. In Indonesia, the language is divided into three; mother
tongue as a first language, Indonesia language as a second language; and English as a foreign
language. Thus, in the communication people combine the speech by using more than one
language. A person who is bilingual have a good skill in those alternated languages.
Moreover, a bilingual should have the ability to sense and define the situation in which she
should make the switch from one language to another and then to do so fluently for various
kinds of purposes, in various kinds of situation. This condition may lead them to do the code
switching and code mixing.
2.1.3 Code Switching
The first phenomenon of the bilingualism of the research is code switching. There are
many experts that explain about code switching based on their perception. Wardaugh (2006)
states that code switching “can occur in conversation between speakers’ turns or within a
6
7
single speaker’s turn.” He also adds that code switching “can occur between sentences
(intersententially) or within a single sentence (intrasententially).”
Fromkin et.al. (2014) has his own definition about code switching. He states that
code switching is “the movement back and forth between two languages or dialects within
the same sentence or discourse.” He points out about code switching which people change the
language in a single sentence. In line with it, Meyerhoff (2006) states that code switching “in
its most specific sense, the alternation between varieties, or codes, across sentences or clause
boundaries.” Code switching happens when a speaker uses alternation language when they
speak.
It can be concluded that code switching is the changing of speech in a single sentence
using alternative languages. In addition, people who are able to speak in more than one
language use code switching to maintain misunderstanding perception.
2.1.3.1 The Types of Code Switching
Experts have their own idea in describing the types of code switching. The researcher
uses the theory of Holmes (2012) in describing the types of code switching. He states that
there are two types of code switching; they are situational code switching and metaphorical
code switching.
1. Situational Code Switching
The first type of code switching is situational code switching. It occurs when people
switch one language into another language in a single sentence. It can be identified based on
the reason of the speaker and when he/she have to change the language.
Example:
Teacher: Uculi sweatere!are you ok? (Please took of your sweater! Are you OK?
Students: Ok, pak (OK, Sir)
Teacher: Kecuali yang sakit, ya! Kecuali yang sakit. OK! Let me call you first.
(The one who are sick are allow to wear jacket. OK! Let me call you first.
(Recorded in March, 2017)
In the speech teacher asks for the students to get their LKS and open the request
page. In the dialog, the teacher uses English in explaining the LKS, then teacher changes into
Indonesia language on the page of LKS. Teacher emphasize on the page because they are
aiming to learn that page during teaching activity. It indicates that teacher switch the
language because of emphasizing on the point of the topic.
8
2. Metaphorical Code Switching
The second types of code switching by Holmes (2014) is metaphorical code
switching. Metaphorical code switching occurs when a speaker changes the languages when
they change the topic. For example, English teacher uses English when he/she teaches
English, then change into another language when he/she in the teacher's room, or other
places. The special case is when the English teacher teaches in class, then other students,
another teacher, or other school staff comes because of some purposes.
Example:
Teacher: OK! Are you ready? (OK! Are you ready)?
Students: Yes, Sir! (Yes, Sir!)
Teacher: This morning, we are going to learn teks recount. Teks recount is…. (This
morning, we are going to learn recount text. Recount text is)
Students from another class call one of the members of the class
Students: Assalamu’alaikum Pak. (Assalamu’alaikum, Sir.)
Teacher: Wa’alaikum Salam. (Wa’alaikum Salam).
Students: Mau manggil…. mau manggil Iqna Pak! (We are going to meet Iqna,
Sir!)
Teacher: Oh yeah! Iqna! (Oh, yes! Iqna)
(Recorded in March, 2017)
In the conversation, teacher and students started to learn English, then other students
from another class come to call one of the members. The teacher uses Indonesia language to
communicate with the students because the topic is different. The teacher uses English
because he teaches English, then he changes into Indonesia language because he talks about
another topic with different students.
2.1.4
Code Mixing
The second phenomenon of bilingual is code mixing. Generally, code mixing is using
one or more languages in one sentence. The language may the first language combining with
second language or conversely. Meyerhoff (2006) states that code mixing “generally refers to
the alternation between varieties, or codes within a clause or phrase.” Code mixing occurs
when speaker use more than one language in a single sentence by changing words, phrase,
clause.
9
2.1.4.1 They Type of Code Mixing
Muysken (in Deuchar, 2005) states that the type of code mixing is divided into three,
they are inserted, alternation, and congruent lexicalization.
1. Insertion
In the insertion, one language determines the overall structure into which constituents
from the other language are inserted. The conversation consists of two languages which one
of the language among other languages. The illustration is below. A, B, and C for nonterminal nodes (i.e. fictitious markers identifying entire constituents as belonging to one
language), then a and b labelled for terminal, i.e. lexical, node, indicating that the words
chosen are from a particular language. Thus, this pattern explains that a single constituent B
(with words b from the same language) is inserted into a structure defined by a language A
(with words a from the same language).
Figure 2.1 The insertion pattern
Example:
Teacher: Apa tujuannya kira-kira? Kita akan mengetahui fungsi sosial, struktur teks,
kemudian kata yang dipakai dalam penulisan bio?
Students: Grafi.
Teacher: Ya, diharapkan setelah proses belajar mengajar ini kita akan tau
tentang bagaimana penulisan biography itu, struktur apa yang
digunakan, kemudian fungsinya untuk apa.
(Recorded in March, 2017)
The example explains the insertion pattern in the form of sentence. Based on the
sentence, it can be seen that biography as English inserted in the sentence which is Indonesia
language dominate the sentence. Following the pattern, it can be seen that biography as b on
the sentence, then the other language as a.
10
2. Alternation
In the alternation, both languages occur alternately, each with their own structure.
The illustration is below. In this situation, a constituent from language A (with words a from
the same language) is followed by a constituent from language B (with words b from the
same language).
Figure 2.2 The alternation pattern
Example:
Teacher: Subversive bawah tanah?
Students: Gerakan bawah tanah.
Teacher: Ya, gerakan bawah tanah. Yang habis one LKS for two.
(Recorded in March, 2017)
The example explains that the sentence consists of two languages in which Indonesia
language occurs in the first followed by the English. Yang habis (as A based on the pattern)
belongs to Indonesia language, then one LKS for two (as B based on the pattern) belongs to
English.
3. Congruent lexicalization
In the congruent lexicalization “the grammatical structure is shared by languages A
and B, and words from both languages a and b are inserted more or less randomly”. The
illustration is below. The constituent of A and B is the combination of two languages in the
sentence. Then, a (from the same language of A) followed by b (from the same language of
B) is orderly using by the speaker.
11
Figure 2.3 The congruent lexicalization pattern
Example:
Teacher: Jadi tau apa yang akan kita pelajari nanti.
Students: Ya, tau
Teacher: OK! Kita meluncur ke Activity 1, yaitu Vocabulary.
(Recorded in March, 2017)
The example explains that the sentence consists of two languages in which the
language occurs orderly. Following the pattern, kita meluncur ke and yaitu are belong to
label a, then Activity and Vocabulary belong to label b. Thus, the example follows the
pattern of congruent lexicalization.
2.1.5 The Reason of Code Switching and Code Mixing
The researcher uses theory from Hoffman (in Luke, 2015) in explain the reason of
code switching and code mixing in order to support the theory of each expert. The
explanation is below:
1. Talking About a Particular Topic
The first reason is related to the topic they are talking to. People sometimes feel free
when they speak in their own language rather than in other language. In school, during
teaching and learning activity, sometimes both teacher and students talk about the topic in
their own language. For example, when students asked by teacher to check some words in the
dictionary.
Example:
Teacher: Wawan Khoirul Anwar.
Student: Saya Pak.
Teacher: Saat ini kita akan belajar tentang recount, khususnya tentang
biography.
(Recorded on March 15th)
12
In the speech, the teacher explains to the students about the topic they are going to
learn. The teacher points out the words which related to the topic. The teacher uses the words
in English which the words are the topic of the material. Here, teacher fulfills the reason of
talking about a particular topic.
2. Being Emphatic About Something
Someone uses their own language to express the emphatic. People feel free when
they express their feeling in their own language rather than in other language.
Example:
Teacher: Uculi sweatere!are you ok?
Students: OK, Pak
Teacher: Uculi sweater-e. Are you OK? Kecuali yang sakit, ya? Kecuali yang
sakit. OK! Let me call you first. (Please take off your sweater. Are you
OK? The one who sicks is allowed to wear a sweater. The one who sicks.
OK! Let me call you first.)
(Recorded on March 15th)
In the speech, the teacher asks for the students to take off their jacket or sweater
because the class is no longer started. Then, the teacher finds that one of the students look
pale, so that teacher allows her to use her sweater. In instructing the students, teacher changes
the language in order to make the one of a student who is looking pale to understand the
instruction. Here, teacher fulfills the reason of being emphatic about something.
3. Interjections
There is a lot of interjection in so many languages. The interjection of Indonesian
language and Javanese used a lot during teaching activity. Teacher switch and mix in another
language mark by interjection during the communication.
Example:
Teacher: How was the childhood of Dewi Sartika?
Student: When Dewi Sartika was a child, she often pretended to be a teacher while
playing with her friends.
Teacher: Nah! When Dewi Sartika was a child, she often pretended to be a teacher
while playing with her friends.
(Recorded on March 15th)
In the conversation, the teacher and the students are discussing about the biography
of Dewi Sartika. They discuss about the childhood of Dewi Sartika. Then, the teacher add
13
interjection in explain the childhood of Dewi Sartika. Here, teacher fulfills the reason of
interjection.
4. Repetition Used for Clarification
The point of the reason is to emphasize on what the speech they are talking about.
People sometimes need to repeat their speech to others when others feel confused or need
more explanation about anything. In English class, the teacher needs to switch or mix the
word, sentence to make students understand by repeating the sentence.
Example:
Teacher: Mas Reza, what about you? Do you still remember your childhood? Piye
masa kanak-kanakmu?
Student: I am happy and ....
(Recorded on March 15th)
In the speech, the teacher calls one of the students to tell his childhood. The teacher
repeats the question by changing the language of the speech. It can be seen that teacher
changes from English into Indonesia language. Here, teacher fulfills the reason of repetition
used for clarification.
5. Expressing Group Identity
The speech between Javanese and other languages are different. Thus, bilingualism is
the best way to express the group identity. In school, both teacher and students call the
interlocutor based on the honor in Javanese language.
Example:
Teacher: OK! Motorbikes are also responsible for causing diseases such as
Students: Penyakit.
Teacher: Such as bronchitis, cancer, and are a major tringger, penyakit asma. OK!
The third argument, mas belakang mbak Anisa.
(Recorded on April 26th)
In the speech, the teacher asks for the students to read the third argument of
analytical exposition text. The teacher points out on one of the students who sit behind the
female student. The teacher uses reference mass which is in English means man. Mas is the
reference of Javanese man. Here, teacher fulfills the reason of expressing group identity.
2.2 Previous Studies
Related to code switching and code mixing, there is some researchers analyzed about
it. Pahruli (2010) is one of researcher who analyzes code switching and code mixing on his
14
research. The title of his research is “An Analysis of the Types and The Factors Influencing
the Code Switching and Code Mixing Uses by VJ of MTV Ampuh”. In his research, he
identifies the code switching and code mixing found in the utterance of VJ of MTV Ampuh.
The finding of his research shows that there are eight cases of code switching and code
mixing in the conversation. Then, the most frequent reason used in the research is reason of
solidarity.
Another researcher focusing in code switching and code mixing is Emmy K
Sinulingga (2009). Her undergraduate thesis entitles “Code Switching and Code Mixing in
’Smart Business Talk’ of Smart Radio 101.8 FM in the Theme ‘How to Become a Superstar
Sales Person’”. In her research, she finds two situational code switching cases, eleven
metaphorical code switching cases, fourteen outer code mixing, and case for inner code
mixing. Then, code switching and code mixing occur because of some reason, they are
because of talking about a particular topic, quoting somebody else, to show solidarity,
interjection, repetition for clarification, intention of clarifying the speech content,
interlocutor, expressing identity, to soften or to strengthen request of command, and because
of the real lexical.
The two researchers have same subject of the research; they analyze on commercial
programs. The first researcher focus on analyzing the utterance on a TV program, and the
second researcher focus on analyzing on the utterance on the radio program. In order to make
wider reference of code switching and code mixing, researcher have different topic which is
analyzed on the utterance of English teacher.
2.3 Conceptual Framework
Conceptual framework is adopted based on some expert. English teacher utterance
considered as sociolinguistics. The researcher adopted the theory of Holmes in describing the
sociolinguistics. Then goes down to the bilingualism concept adopted from Myres-Scotton. In
describing the types of code switching, the researcher adopted the theory from Holmes, then
in describing the types of code mixing, the researcher adopted from Muysken (in Deuchar).
In line with it, the researcher describes the reason of code switching and code mixing adopted
from Hoffman (in Luke).
15
English Teacher’s Utterances
Sociolinguistics
Bilingualism
Types of Code
Switching
Situational
Code Switching
Metaphorical
Code Switching
Types of
Code Mixing
Insertion
Alternation
Congruent
Lexicalization
The Reason of Code
Switching and Code Mixing
Talking about
particular topic
Being emphatic about
something
Interjection
Repetition use for
clarification
Expressing group
identity
Figure 2.4 The Conceptual Framework
REVIEW OF RELATED LITERATURE
This chapter explains about review of related literature of the research which is
divided into three parts. They are theoretical description, previous studies, and conceptual
framework.
2.1 Theoretical Description
This part consists of description should be explained in the research. There are
sociolinguistics as the root of the research, bilingual as sub of sociolinguistics, code
switching and code mixing as the main discussion of the research.
2.1.1 Sociolinguistics
Sociolinguistics is the branch of linguistics. Holmes (2012) states that
“sociolinguistics study the relationship between language and society”. Sociolinguistics
identify the language used by human in delivering their message to other groups of society.
In addition, sociolinguistics give advice for others to know with whom they are talking to. In
line with it, Wardaugh (2006) states that sociolinguistics is the study of language in a group
of speakers.
2.1.2 Bilingual
In communication, most of the people as a speaker are able to speak in more than one
language, this phenomenon called bilingual. Myres-Scotton (20016) states that bilingual is
speaking in one or more languages. In Indonesia, the language is divided into three; mother
tongue as a first language, Indonesia language as a second language; and English as a foreign
language. Thus, in the communication people combine the speech by using more than one
language. A person who is bilingual have a good skill in those alternated languages.
Moreover, a bilingual should have the ability to sense and define the situation in which she
should make the switch from one language to another and then to do so fluently for various
kinds of purposes, in various kinds of situation. This condition may lead them to do the code
switching and code mixing.
2.1.3 Code Switching
The first phenomenon of the bilingualism of the research is code switching. There are
many experts that explain about code switching based on their perception. Wardaugh (2006)
states that code switching “can occur in conversation between speakers’ turns or within a
6
7
single speaker’s turn.” He also adds that code switching “can occur between sentences
(intersententially) or within a single sentence (intrasententially).”
Fromkin et.al. (2014) has his own definition about code switching. He states that
code switching is “the movement back and forth between two languages or dialects within
the same sentence or discourse.” He points out about code switching which people change the
language in a single sentence. In line with it, Meyerhoff (2006) states that code switching “in
its most specific sense, the alternation between varieties, or codes, across sentences or clause
boundaries.” Code switching happens when a speaker uses alternation language when they
speak.
It can be concluded that code switching is the changing of speech in a single sentence
using alternative languages. In addition, people who are able to speak in more than one
language use code switching to maintain misunderstanding perception.
2.1.3.1 The Types of Code Switching
Experts have their own idea in describing the types of code switching. The researcher
uses the theory of Holmes (2012) in describing the types of code switching. He states that
there are two types of code switching; they are situational code switching and metaphorical
code switching.
1. Situational Code Switching
The first type of code switching is situational code switching. It occurs when people
switch one language into another language in a single sentence. It can be identified based on
the reason of the speaker and when he/she have to change the language.
Example:
Teacher: Uculi sweatere!are you ok? (Please took of your sweater! Are you OK?
Students: Ok, pak (OK, Sir)
Teacher: Kecuali yang sakit, ya! Kecuali yang sakit. OK! Let me call you first.
(The one who are sick are allow to wear jacket. OK! Let me call you first.
(Recorded in March, 2017)
In the speech teacher asks for the students to get their LKS and open the request
page. In the dialog, the teacher uses English in explaining the LKS, then teacher changes into
Indonesia language on the page of LKS. Teacher emphasize on the page because they are
aiming to learn that page during teaching activity. It indicates that teacher switch the
language because of emphasizing on the point of the topic.
8
2. Metaphorical Code Switching
The second types of code switching by Holmes (2014) is metaphorical code
switching. Metaphorical code switching occurs when a speaker changes the languages when
they change the topic. For example, English teacher uses English when he/she teaches
English, then change into another language when he/she in the teacher's room, or other
places. The special case is when the English teacher teaches in class, then other students,
another teacher, or other school staff comes because of some purposes.
Example:
Teacher: OK! Are you ready? (OK! Are you ready)?
Students: Yes, Sir! (Yes, Sir!)
Teacher: This morning, we are going to learn teks recount. Teks recount is…. (This
morning, we are going to learn recount text. Recount text is)
Students from another class call one of the members of the class
Students: Assalamu’alaikum Pak. (Assalamu’alaikum, Sir.)
Teacher: Wa’alaikum Salam. (Wa’alaikum Salam).
Students: Mau manggil…. mau manggil Iqna Pak! (We are going to meet Iqna,
Sir!)
Teacher: Oh yeah! Iqna! (Oh, yes! Iqna)
(Recorded in March, 2017)
In the conversation, teacher and students started to learn English, then other students
from another class come to call one of the members. The teacher uses Indonesia language to
communicate with the students because the topic is different. The teacher uses English
because he teaches English, then he changes into Indonesia language because he talks about
another topic with different students.
2.1.4
Code Mixing
The second phenomenon of bilingual is code mixing. Generally, code mixing is using
one or more languages in one sentence. The language may the first language combining with
second language or conversely. Meyerhoff (2006) states that code mixing “generally refers to
the alternation between varieties, or codes within a clause or phrase.” Code mixing occurs
when speaker use more than one language in a single sentence by changing words, phrase,
clause.
9
2.1.4.1 They Type of Code Mixing
Muysken (in Deuchar, 2005) states that the type of code mixing is divided into three,
they are inserted, alternation, and congruent lexicalization.
1. Insertion
In the insertion, one language determines the overall structure into which constituents
from the other language are inserted. The conversation consists of two languages which one
of the language among other languages. The illustration is below. A, B, and C for nonterminal nodes (i.e. fictitious markers identifying entire constituents as belonging to one
language), then a and b labelled for terminal, i.e. lexical, node, indicating that the words
chosen are from a particular language. Thus, this pattern explains that a single constituent B
(with words b from the same language) is inserted into a structure defined by a language A
(with words a from the same language).
Figure 2.1 The insertion pattern
Example:
Teacher: Apa tujuannya kira-kira? Kita akan mengetahui fungsi sosial, struktur teks,
kemudian kata yang dipakai dalam penulisan bio?
Students: Grafi.
Teacher: Ya, diharapkan setelah proses belajar mengajar ini kita akan tau
tentang bagaimana penulisan biography itu, struktur apa yang
digunakan, kemudian fungsinya untuk apa.
(Recorded in March, 2017)
The example explains the insertion pattern in the form of sentence. Based on the
sentence, it can be seen that biography as English inserted in the sentence which is Indonesia
language dominate the sentence. Following the pattern, it can be seen that biography as b on
the sentence, then the other language as a.
10
2. Alternation
In the alternation, both languages occur alternately, each with their own structure.
The illustration is below. In this situation, a constituent from language A (with words a from
the same language) is followed by a constituent from language B (with words b from the
same language).
Figure 2.2 The alternation pattern
Example:
Teacher: Subversive bawah tanah?
Students: Gerakan bawah tanah.
Teacher: Ya, gerakan bawah tanah. Yang habis one LKS for two.
(Recorded in March, 2017)
The example explains that the sentence consists of two languages in which Indonesia
language occurs in the first followed by the English. Yang habis (as A based on the pattern)
belongs to Indonesia language, then one LKS for two (as B based on the pattern) belongs to
English.
3. Congruent lexicalization
In the congruent lexicalization “the grammatical structure is shared by languages A
and B, and words from both languages a and b are inserted more or less randomly”. The
illustration is below. The constituent of A and B is the combination of two languages in the
sentence. Then, a (from the same language of A) followed by b (from the same language of
B) is orderly using by the speaker.
11
Figure 2.3 The congruent lexicalization pattern
Example:
Teacher: Jadi tau apa yang akan kita pelajari nanti.
Students: Ya, tau
Teacher: OK! Kita meluncur ke Activity 1, yaitu Vocabulary.
(Recorded in March, 2017)
The example explains that the sentence consists of two languages in which the
language occurs orderly. Following the pattern, kita meluncur ke and yaitu are belong to
label a, then Activity and Vocabulary belong to label b. Thus, the example follows the
pattern of congruent lexicalization.
2.1.5 The Reason of Code Switching and Code Mixing
The researcher uses theory from Hoffman (in Luke, 2015) in explain the reason of
code switching and code mixing in order to support the theory of each expert. The
explanation is below:
1. Talking About a Particular Topic
The first reason is related to the topic they are talking to. People sometimes feel free
when they speak in their own language rather than in other language. In school, during
teaching and learning activity, sometimes both teacher and students talk about the topic in
their own language. For example, when students asked by teacher to check some words in the
dictionary.
Example:
Teacher: Wawan Khoirul Anwar.
Student: Saya Pak.
Teacher: Saat ini kita akan belajar tentang recount, khususnya tentang
biography.
(Recorded on March 15th)
12
In the speech, the teacher explains to the students about the topic they are going to
learn. The teacher points out the words which related to the topic. The teacher uses the words
in English which the words are the topic of the material. Here, teacher fulfills the reason of
talking about a particular topic.
2. Being Emphatic About Something
Someone uses their own language to express the emphatic. People feel free when
they express their feeling in their own language rather than in other language.
Example:
Teacher: Uculi sweatere!are you ok?
Students: OK, Pak
Teacher: Uculi sweater-e. Are you OK? Kecuali yang sakit, ya? Kecuali yang
sakit. OK! Let me call you first. (Please take off your sweater. Are you
OK? The one who sicks is allowed to wear a sweater. The one who sicks.
OK! Let me call you first.)
(Recorded on March 15th)
In the speech, the teacher asks for the students to take off their jacket or sweater
because the class is no longer started. Then, the teacher finds that one of the students look
pale, so that teacher allows her to use her sweater. In instructing the students, teacher changes
the language in order to make the one of a student who is looking pale to understand the
instruction. Here, teacher fulfills the reason of being emphatic about something.
3. Interjections
There is a lot of interjection in so many languages. The interjection of Indonesian
language and Javanese used a lot during teaching activity. Teacher switch and mix in another
language mark by interjection during the communication.
Example:
Teacher: How was the childhood of Dewi Sartika?
Student: When Dewi Sartika was a child, she often pretended to be a teacher while
playing with her friends.
Teacher: Nah! When Dewi Sartika was a child, she often pretended to be a teacher
while playing with her friends.
(Recorded on March 15th)
In the conversation, the teacher and the students are discussing about the biography
of Dewi Sartika. They discuss about the childhood of Dewi Sartika. Then, the teacher add
13
interjection in explain the childhood of Dewi Sartika. Here, teacher fulfills the reason of
interjection.
4. Repetition Used for Clarification
The point of the reason is to emphasize on what the speech they are talking about.
People sometimes need to repeat their speech to others when others feel confused or need
more explanation about anything. In English class, the teacher needs to switch or mix the
word, sentence to make students understand by repeating the sentence.
Example:
Teacher: Mas Reza, what about you? Do you still remember your childhood? Piye
masa kanak-kanakmu?
Student: I am happy and ....
(Recorded on March 15th)
In the speech, the teacher calls one of the students to tell his childhood. The teacher
repeats the question by changing the language of the speech. It can be seen that teacher
changes from English into Indonesia language. Here, teacher fulfills the reason of repetition
used for clarification.
5. Expressing Group Identity
The speech between Javanese and other languages are different. Thus, bilingualism is
the best way to express the group identity. In school, both teacher and students call the
interlocutor based on the honor in Javanese language.
Example:
Teacher: OK! Motorbikes are also responsible for causing diseases such as
Students: Penyakit.
Teacher: Such as bronchitis, cancer, and are a major tringger, penyakit asma. OK!
The third argument, mas belakang mbak Anisa.
(Recorded on April 26th)
In the speech, the teacher asks for the students to read the third argument of
analytical exposition text. The teacher points out on one of the students who sit behind the
female student. The teacher uses reference mass which is in English means man. Mas is the
reference of Javanese man. Here, teacher fulfills the reason of expressing group identity.
2.2 Previous Studies
Related to code switching and code mixing, there is some researchers analyzed about
it. Pahruli (2010) is one of researcher who analyzes code switching and code mixing on his
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research. The title of his research is “An Analysis of the Types and The Factors Influencing
the Code Switching and Code Mixing Uses by VJ of MTV Ampuh”. In his research, he
identifies the code switching and code mixing found in the utterance of VJ of MTV Ampuh.
The finding of his research shows that there are eight cases of code switching and code
mixing in the conversation. Then, the most frequent reason used in the research is reason of
solidarity.
Another researcher focusing in code switching and code mixing is Emmy K
Sinulingga (2009). Her undergraduate thesis entitles “Code Switching and Code Mixing in
’Smart Business Talk’ of Smart Radio 101.8 FM in the Theme ‘How to Become a Superstar
Sales Person’”. In her research, she finds two situational code switching cases, eleven
metaphorical code switching cases, fourteen outer code mixing, and case for inner code
mixing. Then, code switching and code mixing occur because of some reason, they are
because of talking about a particular topic, quoting somebody else, to show solidarity,
interjection, repetition for clarification, intention of clarifying the speech content,
interlocutor, expressing identity, to soften or to strengthen request of command, and because
of the real lexical.
The two researchers have same subject of the research; they analyze on commercial
programs. The first researcher focus on analyzing the utterance on a TV program, and the
second researcher focus on analyzing on the utterance on the radio program. In order to make
wider reference of code switching and code mixing, researcher have different topic which is
analyzed on the utterance of English teacher.
2.3 Conceptual Framework
Conceptual framework is adopted based on some expert. English teacher utterance
considered as sociolinguistics. The researcher adopted the theory of Holmes in describing the
sociolinguistics. Then goes down to the bilingualism concept adopted from Myres-Scotton. In
describing the types of code switching, the researcher adopted the theory from Holmes, then
in describing the types of code mixing, the researcher adopted from Muysken (in Deuchar).
In line with it, the researcher describes the reason of code switching and code mixing adopted
from Hoffman (in Luke).
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English Teacher’s Utterances
Sociolinguistics
Bilingualism
Types of Code
Switching
Situational
Code Switching
Metaphorical
Code Switching
Types of
Code Mixing
Insertion
Alternation
Congruent
Lexicalization
The Reason of Code
Switching and Code Mixing
Talking about
particular topic
Being emphatic about
something
Interjection
Repetition use for
clarification
Expressing group
identity
Figure 2.4 The Conceptual Framework